I.

TOPIC: EXPONENTIAL FUNCTIONS

II. LEARNING COMPETENCIES

• Determines the unknown term in the exponential equation.
• Transforms exponential equation to logarithmic equation.

III. WHAT I NEED TO KNOW:

In this lesson, you will be able to determine the unknown term in the exponential equation
and transform exponential equation to logarithmic equation.

* Determining the unknown term in the exponential equation

Exponential equations are equations in which variables appear as exponents. For example,
m = np or 3y = 9. In order to solve exponential equations it must be with same base and
k

the property of equality of exponential functions must be applied.

Study the given example below.

Example 1: Solve the equation 52x = 15,625

Solutions:
52x = 15,625
52x = 56 rewrite 15,625 in exponential form whose base is 5
2x = 6 apply the MPE (Multiplcation Property of Equality)
x=3

Example 2: Solve the equation 3x+ 5 = 81.

Solutions:
3x+ 5 = 81
3x+ 5 = 34 rewrite 81 in exponential form whose base is 3
x+5=4 since there are same base, solve for the variable
x = -1

Example 3: Solve the equation 23x - 8 – 64 = 0

Solutions:
27x - 8 – 64 = 0
27x - 8 = 64 isolate (– 64) to the other side
7x - 8 6
2 =2 rewrite 64 in exponential form whose base is 2
7x – 8 = 6 since there are same base, solve for the variable
7x = 6 +8 apply the APE (Addition Property of Equality)
7x = 14 apply the MPE (Multiplcation Property of Equality)
x=2
* Transforming exponential equation to logarithmic equation and vice versa

Exponential equations can be transformed / rewrite into Logarithmic equation as shown

below.
ax = y logay = x
Read as: “a to the x is equal to y” “logarithm of y base a is equal to x”

32 = 9 log39 = 2
Read as: “3 squared is equal to 9” “logarithm of 9 base 3 is equal to 2”

Consider the given example below.

Example 4: Transform 25 = 32 into logarithmic equation.

Solutions:
25 = 32 → log232 = 5
Example 5: Transform 72 = 49 into logarithmic equation.
Solutions:
72 = 49 → log749 = 2
Example 6: Transform 103= 1000 into logarithmic equation.
Solutions:
103= 1000 → log 1000 = 3
Note: (Logarithm with base 10 is called common logarithm and need not to show the base)
IV. WHAT CAN I DO WITH WHAT I KNOW:
Direction: Write your complete solution in your notebook and use the answer sheet for
your final answer.

Activity 1: Please find my x!

a. 22x = 64 x = ______________
b. 8x + 5 = 512 x = ______________
c. 63x+4 – 216 = 0 x = ______________
d. 35x – 6 – 26 = 1 x = ______________
e. 2x+9 – 1 = 0 x = ______________

Activity 2: Complete me and make a log!

a. 23 = ____ ____________________
b. 75 = ____ ____________________
c. 54 = ____ ____________________
d. 46 = ____ ____________________
e. 215 = ____ ____________________
I. TOPIC: EXPONENTIAL FUNCTIONS

II. LEARNING COMPETENCIES

• Applies the exponential equation into real life problem.

III. WHAT I NEED TO KNOW:

In this lesson, you will be able to apply the exponential equation into real life situation.
Compound Interest and Exponential Growth is one of the application of exponential function.
Compound Interest can be calculated by using the formula.
Where, P = Initial value or Amount
r = rate
𝐫 nt
A = P(1+ ) 𝐧
t = time or number of years for investment
n = no. of times compounded (annually, monthly or quarterly)
A = Future value or amount of Investment
Consider the given example below.

Example 1: Aliyah deposits ₧5,000 in a bank that offers 6% annual interest

compounded quarterly, how much money will she have in the account after 7 years?
Solutions:
Given: P = ₧5,000 ; r = 6% or 0.06 ; n = 4 ; t = 7
r
A = P(1+ )nt
n
0.06
= 5,000(1+ 4 )4(7)
= 5,000(1.015)28 Multiply 4(7) = 28. Divide 0.06/4 = 0.015, then add 1.
= 5,000(1.5172) get the value of the (1.015)28, rounded to the nearest ten thousandths
= 7,586.00 round off the final answer to two decimal places

Therefore, after 7 years there will be ₧7,586.00 in her account.

Example 2: Bea deposits ₧14,500 in her account paying 11% interest per annum
compounded monthly, how much money will she have in the account after 3 years? (note: per
annum means per year)
Solutions:
Given: P = ₧14,500 ; r = 11% or 0.11 ; n = 12 ; t=3
r
A = P(1+ )nt
n
0.11
= 14,500 (1+ 12 )12(3)
= 14,500 (1.9167)36 Multiply 12(3) = 36. Divide 0.11/12 = 0.9167, then add 1.
= 14,500 (1.4858) get the value of the (1.9167)36, rounded to the nearest ten thousandths
= 21,544.10 round off the final answer to two decimal places

Therefore, after 3 years there will be ₧21,544.10 in her account.

Example 3: Andeng wants to deposit ₧8,000 in a bank that offers 5% annual interest
compounded annually, how much money Andeng will have after 4 years?
Solutions:
Given: P = ₧8,000 ; r = 5% or 0.05 ; n = 1 ; t = 4
r
A = P(1+n)nt
0.05
= 8,000 (1+ 1 )1(4)
= 8,000 (1.05)4 Multiply 1(4) = 4. Divide 0.05/1 = 0.05, then add 1.
= 8,000 (1.2155) get the value of the (1.05)4, rounded to the nearest ten thousandths
= 9,724.00 round off the final answer to two decimal places

Therefore, after 4 years there will be ₧9,724.00 in her account.

Exponential Growth can be calculated by using the formula.

Where, Po = Initial or starting population
e = Euler’s number (2.718281828)
rt
P=P e o r = rate of growth
t = time or number of years for investment
P = Final or Total population after time (t)
Consider the given example below.

Example 4: Covid 19 recoveries in the Philippines increases exponentially with a constant rate of
42% every hour. Assume that there are 50,000 recoveries at present, how many recoveries there
will be after 5 hours?
Solutions:
Given: Po = 50,000 ; r = 42% or 0.42 ; t = 5 hours
P = Poert
= 50,000e(0.42)(5)
= 50,000e2.1
= 408,308.4956 Multiply 50,000 by e2.1using scientific calculator
= 408, 308 round off the final answer to whole number

Therefore, there will be 408, 308 Covid 19 recoveries after 5 hours.

Example 5: According to Census, Atimonan has 63, 432 population in 2015. Assume that the
population increases exponentially with a constant rate of 2%. What is the population in the year
2040?
Solutions:
Given: Po = 63,432 ; r = 2% or 0.02 ; t = 2040 - 2015
P = Poert = 25 years
= 63,432e(0.02)(25)
= 63,432e0.5
= 104,581.6876 Multiply 63,432by e0.5using scientific calculator
= 104, 582 round off the final answer to whole number

Therefore, there will be 104, 582 population in Atimonan in the year 2040.
IV. WHAT CAN I DO WITH WHAT I KNOW:
Direction: Use the answer sheet. Show your complete solution and BOX your final
answer.

Activity 1: Tell me your interest!

a. Flight attendant Seth Danielle deposits her salary of ₧180,000 in Menez Bank that
offers 7% annual interest compounded quarterly, how much is her money in the bank
after 6 years?
b. Gocon International Bank gives 15% interest per annum compounded monthly. If actress
Charmi Franz deposits ₧400,250 in her account, how much money will she have in her
account after 5 years?
c. Engr. Dien Jasmine wants to deposit ₧300,000 in Laurice Microbank which offers 4.5%
annual interest compounded annually, how much money Dien will have after 9 years?
d. Businessman Jude Keith has ₧500,000 and wanted to deposit in a certain bank. Jian bank
offers him 2.5% interest per annum compounded quarterly while Andrei bank offers 3%
interst per annum compounded monthly. Which bank Mr. Jude should choose to have a
greater amount of money after 4 years? Why?

Activity 2: What’s my future?

a. Tons of plastic trash increases exponentially with a constant rate of 5% every month.
Suppose that there are 1,200 tons of plastic trash at present, how many tons of plastic trash
there will be after 1 year?
b. According to Wordometers, Philippines has 109, 581, 078 population at present (2020).
Assume that the population increases exponentially with a constant rate of 1.52%. What is
the population in the year 2035?
c. A strain of bacteria is growing on your cellphone screen increases exponentially with a
constant rate of 15% every five minutes. Assuming that you start with only two bacteria,
how many bacteria could be present at the end of 60 minutes ?
I. TOPIC: INVERSE FUNCTIONS

II. LEARNING COMPETENCIES

• Determines the inverse of a function.

III. WHAT I NEED TO KNOW:

In this lesson, you will be able to determine the inverse of a function.

A function (f) has an inverse function (f-1) if and only if the function (f) is one to one
relation. However, not all functions have inverses. We read f-1 as “f-inverse”. Therefore, we say
f-1(x) as “f-inverse of x”.
Take note that f(x) is also equivalent to y { f(x) = y }.

Consider the given example below.

Example 1: Find the inverse of the function f(x) = 5x.

Solutions:
f(x) = 5x
y = 5x change f(x) as y
x = 5y interchange x and y
x =y multiply both sides by 1/5
5
f-1(x) = x change y as f-1(x)
5

Example 2: Find the inverse of the function f(x) = 8x – 15.

Solutions:
f(x) = 8x – 15
y = 8x – 15 change f(x) as y
x = 8y – 15 interchange x and y
x + 15 = 8y use APE
x + 15 = y multiply both sides by 1/8
8
-1
f (x) = (x+15) change y as f-1(x)
8
7𝑥 + 9
Example 3: Find the inverse of the function f(x) = .
3
Solutions:
7𝑥 + 9 7𝑦 + 9 𝟑𝒙−𝟗
f(x) = 3 x= 3 3x – 9 = 7y f-1(x) = 𝟕
7𝑥 + 9 3𝑥−9
y= 3x = 7y + 9 =y
3 7
Example 4: Show that f and g are inverses of each other. f(x) = 8x – 15 and g(x) = 𝒙+𝟏𝟓
𝟖
Solutions:
f(x) = 8x – 15 g(x) = 𝒙+𝟏𝟓
𝟖
f(g(x)) = 8 𝐱+𝟏𝟓 – 15 g(f(x)) = 𝟖𝒙 − 𝟏𝟓 + 15
𝟖 8
= 8 𝒙+𝟏𝟓 – 15 = 8𝑥
𝟖 8
= x + 15 – 15 =x
=x Therefore, f and g are inverses of each other
since both are equal to x.

IV. WHAT CAN I DO WITH WHAT I KNOW:

Direction: Use the provided answer sheets..

Activity 1: What is my inverse?

Complete the data table below. (Solution is not necessary)
Function My Inverse Function
1. f(x) = 12x
2. f(x) = 3x – 7
3. f(x) = 9x + 4
4𝑥 − 3
4. f(x) = 2
𝑥+ 9
5. f(x) = 7
5
6. f(x) = 𝑥
6
7. f(x) = 𝑥−3

Activity 2: Are you my inverse?

Answer the following using Tinadhana if the g(x) is the inverse of the f(x) and write
Pinagtagpo if not. Solution is not necessary.
1. f(x) = 23x g(x) = x / 23 _______
2. f(x) = 7x g(x) = x / 7 _______
𝒙−𝟓
3. f(x) = 2x – 5 g(x) = _______
𝟐
5𝑥 + 9 𝟑𝒙−𝟗
4. f(x) = g(x) = _______
3 𝟓
I. TOPIC: TRIGONOMETRIC IDENTITIES

II. LEARNING COMPETENCIES

• Determines the trigonometric identities.
• Simplifies the trigonometric identities

III. WHAT I NEED TO KNOW:

In this lesson, you will be able to determine and simplify the trigonometric identities. It is
also important to familiarize yourself in the tan-sin-cos heaxagon to make it more easier for you
to determine and simplify the trigonometric identities. Listed below are some of the needed
trigonometric identities in this lesson.

TRIGONOMETRIC IDENTIES
RECIPROCAL IDENTITIES PYTHAGOREAN IDENTITIES DOUBLE ANGLE IDENTITIES
𝟏
cot x = 𝒕𝒂𝒏 𝒙
𝟏
tan x = 𝒄𝒐𝒕 𝒙 sin2 x + cos2 x = 1 sin 2x = 2 sin x cos x or
sin2 x = 1 – cos2 x sin 2x =
2 tan x
1+tan2 x
𝟏 𝟏 cos2 x = 1 – sin2 x
csc x = 𝒔𝒊𝒏 𝒙 sin x = 𝒄𝒔𝒄 𝒙 cos 2x = cos2 x – sin2 x or
cos 2x = 2cos2 x – 1 or
𝟏 𝟏
sec x = cos x = 1 + tan2 x = sec2 x or cos 2x = 1 – 2sin2 x or
𝒄𝒐𝒔 𝒙 𝒔𝒆𝒄 𝒙
tan2 x = sec2 x – 1 1− tan2 x
cos 2x =
1 + tan2 x
2tan x
QUOTIENT IDENTITIES 1 + cot2 x = csc2 x or tan 2x =
1− tan2 x
𝒄𝒐𝒔 𝒙 𝒔𝒊𝒏 𝒙 cot2 x = csc2 x – 1 cot2 𝑥 − 1
cot x = 𝒔𝒊𝒏 𝒙 tan x = 𝒄𝒐𝒔 𝒙 cot 2x =
2 cot 𝑥

Did you noticed how Reciprocal Identities are derived? How about Pythagorean Identities?

Using the tan-sin-cos hexagon, the above relations of Reciprocal, Pythagorean and Quotient
identities can be easily determined.

Can you vizualize how to use the magic hexagon?

FYI sin means “sine”

cos means “cosine”
tan means “tangent”
cot means “cotangent”
sec means “secant”
csc means “cosecant” Csc
Example 1: Determine the trigonometric identity for csc x.
𝟏
Solutions: csc x = 𝒔𝒊𝒏 𝒙 ; reciprocal identity

Example 2: Determine the trigonometric identity for tan2 x.

𝒔𝒊𝒏𝟐 𝒙
Solutions: tan2 x = 𝒄𝒐𝒔𝟐 𝒙 ; quotient identity
or
tan2 x = sec2 x – 1 ; pythagoren identity

Example 3: Determine the trigonometric identity for 1 + cot2 x.

Solutions: 1 + cot2 x ; pythagoren identity

In simplifying trigonometric identities, we really need critical and logical thinking to solve
some issues. However, one of the best technique or a safe play to start working on determining the
identity is to convert the things to sines and cosines and see where it will lead you.

Consider these examples.

Example 4: Simplify: csc x cos x

Solutions:
𝟏
csc x cos x = ( 𝒔𝒊𝒏 𝒙 ) cos x using csc x in reciprocal identities

𝒄𝒐𝒔 𝒙
= multiply cos x to the numerator 1
𝒔𝒊𝒏 𝒙

𝒄𝒐𝒔 𝒙
= cot x equals cot x in quotient identities
𝒔𝒊𝒏 𝒙

Example 5: Simplify: sec  – sin tan 

Solutions:
𝟏 𝒔𝒊𝒏 
sec  – sin  tan  = ( ) – sin  ( ) use reciprocal & quotient identities
𝒄𝒐𝒔  𝒄𝒐𝒔 

𝟏 𝒔𝒊𝒏𝟐 
= ( )–( ) multiply sin  to the numerator sin 
𝒄𝒐𝒔  𝒄𝒐𝒔 

𝟏 − 𝒔𝒊𝒏𝟐 
= operate similar fraction
𝒄𝒐𝒔 

𝒄𝒐𝒔𝟐 
= using Pythagorean identity of 1 – sin2 
𝒄𝒐𝒔 

𝒄𝒐𝒔𝟐 
= cos  use cancellation method
𝒄𝒐𝒔 

Example 6: Simplify: csc2  (1 – cos2 )

Solutions:
𝟏
csc2  (1 – cos2 ) =( ) (1 – cos2 ) use reciprocal identities csc x (square it)
𝒔𝒊𝒏𝟐 
𝟏
= ( 𝒔𝒊𝒏𝟐  ) (sin2 ) use Pythagorean identities
 𝒔𝒊𝒏𝟐
= ( 𝒔𝒊𝒏𝟐  ) multiply sin2  to the numerator 1
𝒔𝒊𝒏𝟐 
=1 use cancellation method
𝒔𝒊𝒏𝟐 

Example 7: Simplify: cos  + sin  tan  .

Solutions:
𝒔𝒊𝒏 
cos  + sin  tan  = cos  + sin  ( ) use quotient identities for tan 
𝒄𝒐𝒔 
𝒔𝒊𝒏𝟐 
= cos  + ( 𝒄𝒐𝒔  ) multiply sin2  to the numerator sin 
𝒄𝒐𝒔𝟐  + 𝒔𝒊𝒏𝟐 
= apply the additionof fraction rule
𝒄𝒐𝒔 
𝟏
= use Pythagorean identity (cos2  + sin2 )
𝒄𝒐𝒔 
= sec 

There are some problem that can be solved in different ways. Look at the example below.

Example 8: Simplify: 1 + cot2 x.

Solutions:
1 + cot2 x = 1 + csc2 x – 1 use Pythagorean identity
= 1 – 1 + csc2 x 1 – 1 = 0 , it can be cancelled
= csc2 x
𝒄𝒐𝒔𝟐 𝒙
Or 1 + cot2 x = 1 + 𝒔𝒊𝒏𝟐 𝒙 use quotient identity

𝒔𝒊𝒏𝟐 𝒙 𝒄𝒐𝒔𝟐 𝒙 𝒔𝒊𝒏𝟐 𝒙

= 𝒔𝒊𝒏𝟐 𝒙 + convert 1 to
𝒔𝒊𝒏𝟐 𝒙 𝒔𝒊𝒏𝟐 𝒙

𝒔𝒊𝒏𝟐 𝒙 + 𝒄𝒐𝒔𝟐 𝒙
= add similar fraction
𝒔𝒊𝒏𝟐 𝒙
𝟏
= 𝒔𝒊𝒏𝟐 𝒙 use pytagorean identity for sin2 x + cos2 x = 1

= csc2 x use reciprocal identity

IV. WHAT CAN I DO WITH WHAT I KNOW:
Activity 1: Please determine my identity….
Write Reciprocal, Quotient, Pythagorean or Double Angle Identity in the space provided.
𝟏
1. 𝒄𝒔𝒄 𝒙 ____________________
2
2. 1 – sin x ____________________
3. 1 – cos2 x ____________________
2
4. 2cos x – 1 ____________________
𝒔𝒊𝒏 𝒙
5. 𝒄𝒐𝒔 𝒙 ____________________
2 2
6. sin x + cos x ____________________
𝟏
7. 𝒔𝒊𝒏 𝒙 ____________________
2
8. 1 – 2sin x ____________________

𝟏
9. ____________________
𝒕𝒂𝒏𝟐 𝒙
𝒄𝒐𝒔𝟐 𝒙
10. 𝒔𝒊𝒏𝟐 𝒙 ____________________

Activity 2: What is my Identity?

Write the equivalent identity of the expression in the space provided.

Ex. 1 – cos2 x sin2 x .

𝒔𝒊𝒏 𝒙
1. 𝒄𝒐𝒔 𝒙 ________________
2. cos2 x – sin2 x ________________
3. csc2 x – 1 ________________
𝟏
4. 𝒔𝒆𝒄 𝒙 ________________
𝒄𝒐𝒔𝟐 𝒙
5. 𝒔𝒊𝒏𝟐 𝒙 ________________
6. 1 – cos2 x ________________
7. cos2 x ________________
8. 2 sin x cos x ________________
9. sec2 x – 1 ________________
10. 2cos2 x – 1 ________________

Activity 3: Simplify me?

Simplify the following and show completely your [Link] the final answer.
1. tan  cot 
2. cos  tan 
3. sin  sec 
4. csc  cos 
5. sec2  – 1
6. sin2  + sin2  cot2 
7. sec2  – tan2 
8. sin  (cot  + tan )